Input: Input is all the information an learner is exposed to while acquiring a second language. This means everything they see and hear. The aim for educators is to make the input comprehensible so that the learner can use it to develop language.
Output: Output can take the forms of speaking or writing. Comprehensible output occurs when a language learner is able to take all the input they have processed and create a message that is understandable to a listener or reader.
Role of Interaction:Interaction is vital in acquiring a second language. With interaction including peer conversations and conversations with native speakers including teachers, ELLs are able to develop their communication skills, correct errors, acquire grammar and negotiate their language to make it comprehensible to others.
Comprehension: ELLs need to be able to understand the gist of what is going on around them to make the input comprehensible and useful to developing the L2. Teachers are responsible for providing a learning environment that fosters comprehensible input and gives ample opportunities through meaningful interactions for ELLs to express comprehensible output.
Tips and Resources for Educators
Input: Aim to make the input in your learning environment relevant and comprehensible to your students!
Give contextual background of material. Vary your vocabulary and explanations slightly so that more students have an opportunity to grasp the info.
Use visual aids and graphic organizers whenever possible.
Model language for your students.
Use different materials (books, songs, videos, plays, etc.) to make your lessons engaging for your students. Motivation will lower their affective filter and help them acquire language.
Output: The more safe and inviting your classroom feels to your students, the more comfortable they will be experimenting with output. Show your students you value their home language and them.
Interaction: Provide ample opportunities for meaningful interactions in your classroom.
Don't make your students be quiet---encourage them to talk!
Use small groups to facilitate conversation between peers.
Have one-on-one and small group conversations with your students.
Set up opportunities for L2 learners to converse with native speaking peers/
Comprehension: Check for comprehension often!
Use questions to check for clarification.
Provide an environment where students feel comfortable asking for help and developing their comprehension.
Use visuals to help with understanding.
Use feedback to correct students and build their language comprehension.
Input, Output, Interaction and Comprehension
Input: Input is all the information an learner is exposed to while acquiring a second language. This means everything they see and hear. The aim for educators is to make the input comprehensible so that the learner can use it to develop language.
Output: Output can take the forms of speaking or writing. Comprehensible output occurs when a language learner is able to take all the input they have processed and create a message that is understandable to a listener or reader.
Role of Interaction:Interaction is vital in acquiring a second language. With interaction including peer conversations and conversations with native speakers including teachers, ELLs are able to develop their communication skills, correct errors, acquire grammar and negotiate their language to make it comprehensible to others.
Comprehension: ELLs need to be able to understand the gist of what is going on around them to make the input comprehensible and useful to developing the L2. Teachers are responsible for providing a learning environment that fosters comprehensible input and gives ample opportunities through meaningful interactions for ELLs to express comprehensible output.
Tips and Resources for Educators
Input: Aim to make the input in your learning environment relevant and comprehensible to your students!
Output: The more safe and inviting your classroom feels to your students, the more comfortable they will be experimenting with output. Show your students you value their home language and them.
Interaction: Provide ample opportunities for meaningful interactions in your classroom.
Comprehension: Check for comprehension often!
Web Resources:
References
Craig, D.V. (2011) Module 6: Input, output, interaction, communication. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292391
Foppoli, J. (n.d.) The role of interaction to acquire a second language. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292391
Gass, S.M. & Selinker, L. (2008). Second language acquisition: An Introductory Course(3rd ed.). New York: Routledge.
Haynes, J. (n.d.) Comprehensible input and output. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292391
Park, E.S. (n.d.) On three potential sources of comprehensible input for second language acquisition. Retrieved from http://journals.tc-library.org/index.php/tesol/article/download/5/6
Christina Ontiveros
Pre-K Teacher, Smithville Elementary
contiveros@k12tn.net